Exploring Teachers' Instructional Practice Profiles: Do Distributed Leadership and Teacher Collaboration Make a Difference?

Autor/inn/en	Özdemir, Nedim; Kilinç, Ali Çagatay; Polatcan, Mahmut; Turan, Selçuk; Bellibas, Mehmet Sükrü
Titel	Exploring Teachers' Instructional Practice Profiles: Do Distributed Leadership and Teacher Collaboration Make a Difference?
Quelle	In: Educational Administration Quarterly, 59 (2023) 2, S.255-305 (51 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Özdemir, Nedim) ORCID (Kilinç, Ali Çagatay) ORCID (Polatcan, Mahmut) ORCID (Turan, Selçuk) ORCID (Bellibas, Mehmet Sükrü)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-161X
DOI	10.1177/0013161X231159092
Schlagwörter	Educational Practices; Teacher Collaboration; Participative Decision Making; Secondary School Teachers; Foreign Countries; Profiles; Teacher Surveys; Influences; Turkey; Teaching and Learning International Survey + Suchen Sie Ihr Suchwort? Bildungspraxis; Lehrerkooperation; Ausland; Charakterisierung; Profilanalyse; Influence; Einfluss; Einflussfaktor; Türkei
Abstract	Purpose: While the literature includes multiple studies on the relationship between school leadership and instructional quality, they often use instructional practice as a continuous variable, assuming that a teacher would perform all sub-dimensions of instructional practice at a similar rate and failing to link distributed leadership to classroom teaching. Addressing these gaps in the literature, this study aims to identify teacher- and school-level latent profiles of teachers' instructional practices and to investigate how distributed leadership predicts teachers' membership in different instructional practice profiles, with the mediating role of teacher collaboration. Research Methods/Approach: The study employed a cross-sectional survey design using Türkiye's TALIS data for lower secondary education. Multilevel latent profile analysis with mediation modeling was conducted on data from 3,223 teachers in 192 schools. Findings: This analysis yielded four teacher profiles: laissez-faire, typical, controlling, and versatile; and two school profiles, high controlling and high laissez-faire. Findings indicate that distributed leadership promotes professional collaboration in lessons among teachers, which could, in turn, play a critical role in determining both individual teacher- and school-level profiles. Implications: This study provides practical contributions to understanding the nature of classroom teaching, suggesting that future studies should use instructional practice profiles instead of a single construct of teaching. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01